Adult Education Graduate Certificate in e-Learning
Educational Effectiveness
Assessment Plan
Version 1.0
Prepared by:
Dr. G. Andrew Page
Adopted by:
Department of Educational Leadership Faculty: 2/14/07
Submitted to:
The Dean of the College of Education: 9/27/07
The Office of Academic Affairs: 10/26/07
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TABLE OF CONTENTS
Mission Statement ________________________________________________________ 3
Program Introduction ______________________________________________________ 3
Assessment Process Introduction ___________________________________________ 3
Program Outcomes _______________________________________________________ 4
Table 1: Association of Assessment Measures to Program Outcomes _____________ 5
Assessment Measures ____________________________________________________ 6
Table 2: Program Outcomes Assessment Measures and Administration ____________ 6
Assessment Implementation & Analysis for Program Improvement _____________ 7
General Implementation Strategy _______________________________________________________________ 7
Method of Data Analysis and Formulation of Recommendations for Program Improvement ______________ 7
Modification of the Assessment Plan _____________________________________________________________ 7
Appendix A: Course Assignments _________________________________________ 8
Measure Description __________________________________________________________________________ 8
Factors that affect the collected data_____________________________________________________________ 8
How to interpret the data ______________________________________________________________________ 8
Appendix B: IDEA Course Evaluation _______________________________________ 9
Measure Description __________________________________________________________________________ 9
Factors that affect the collected data_____________________________________________________________ 9
How to interpret the data ______________________________________________________________________ 9
Appendix C: Student Portfolio Showcase __________________________________ 10
Measure Description _________________________________________________________________________ 10
Factors that affect the collected data____________________________________________________________ 10
How to interpret the data _____________________________________________________________________ 10
Scoring Rubric _____________________________________________________________________________ 10
e-Portfolio Showcase Scoring Rubric ___________________________________________________________ 10
References _____________________________________________________________ 11
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MISSION STATEMENT
The Adult Education Graduate Certificate in e-Learning emphasizes the effective preparation
of facilitators of advanced distributed learning. We seek to provide a program that will
enhance the teaching/learning process in adult learning environments through the use of
electronic technology.
PROGRAM INTRODUCTION
Learning in the 21st-century is a network-forming process that depends on the effective use
of technological tools to collaborate, construct, and share content beyond the traditional
boundaries of space and time. Online education or e-Learning is “incredibly dynamic and
constantly driven by changes in demand and technology” (Wang, 2006, p.273). Competition
in higher education among corporate universities and training companies necessitates that
any institution offering online education do so with quality educational content.
Chief Academic Officers agree that online education is critical to the long-term strategy of
their school (Allen & Seaman, 2005, 2006). In addition, the number of students taking classes
online is predicted to grow to over 500,000 according to Eduventures. (Source: Sloan C
Foundation. http://www.sloan-c.org/publications/survey/index.asp Note: This figure was an
underestimate as the actual 2006 number of students enrolled in online learning was
1,518,750)
In the article, “Reconnecting the Classroom: e-Learning Pedagogy in US Public High
Schools” (2003), Georgetown University’s David Huffaker discusses the impact of Internet-
based e-Learning, including active engagement, social learning, continuous feedback, and
real-world applications. Huffaker says that e-Learning applications can be personalized for
the individual learner’s needs, provide communication tools that foster collaborative work,
and offer anywhere/anytime transfer of information.
ASSESSMENT PROCESS INTRODUCTION
The faculty developer conducted an extensive review of the literature and consulted a
number of UAA colleagues who provided formative feedback on the conceptualization of the
certificate program. These colleagues included Jack Pauli, Associate Professor, Computer
Information Systems; Chris Sturm, Digital Media Consultant, and Jerry Voltura, Instructional
Design Specialist, Information Technology Services; Dr. Gretchen Bersch, Professor Emerita,
Adult Education Program; Dr. Heather Nash, Assistant Professor, Adult Education Program;
Dr. Susan Garton, Associate Professor, Educational Leadership Program; Dr. Jeff Bailey,
Chair, Educational Leadership; and Carolyn Coe, Graduate Coordinator. In addition, the
faculty developer received feedback from Rann Rudisill, Project Manager, Advanced
Learning Technologies, University of Georgia; Dr. Michael Rogers, Director for Instructional
Design and Development, Advanced Learning Technologies, Board of Regents of the
University System of Georgia; Dr. Radwan Ali, Assistant Professor of Business Information
Systems, Kennesaw State University.
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The program outcomes are based on the Sharable Content Object Reference Model
(SCORM) standards. The SCORM (Godwin-Jones, 2004) standard is focused on enabling
the plug-and-play interoperability, accessibility, and reusability of Web-based learning
content. These e-Learning technology standards are widely embraced and supported today
by world-leading corporations, universities, system providers, and content vendors.
This document defines the expected student learning outcomes for the Adult Education
Graduate Certificate in e-Learning program and outlines a plan for assessing the
achievement of the stated outcomes.
PROGRAM OUTCOMES
Upon completion of the program, students will be able to:
Demonstrate the ability to facilitate learning with technology
Evaluate instructional technologies critically
Apply adult learning theories to instructional design and development
Design and develop virtual learning objects and cognitive tools
Design and develop online learning experiences
Show proficiency in the effective use of emerging educational technologies
The assessment measures and their relationships to the student outcomes are listed in Table
1.
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TABLE 1: ASSOCIATION OF ASSESSMENT MEASURES TO PROGRAM OUTCOMES
Student
Course Course Portfolio
Outcomes
Assignments Evaluation Showcase
Rubric
Demonstrate the ability to
facilitate learning with 1 1 1
technology
Evaluate instructional
technologies critically 1 1 1
Apply adult learning
theories to instructional 1 1 1
design and development
Design and develop
virtual learning objects 1 1 1
and cognitive tools
Design and develop
online learning 1 1 1
experiences
Show proficiency in the
effective use of emerging 1 1 1
educational technologies
0 = Tool is not used to measure the associated objective.
1 = Tool is used to measure the associated objective.
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ASSESSMENT M EASURES
A description of the measures used in the assessment of the program outcomes and their
implementation are summarized in Table 2.
There is a separate appendix for each measure that shows the measure itself and describes
its use and the factors that affect the results.
TABLE 2: PROGRAM OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION
Frequency/ Collection Administered
Tool Description
Start Date Method by
During Students
Assignments designed to
Course semester submit &
address student outcomes Instructor
Assignments class is present
(see Appendix A)
offered deliverables
Course The IDEA survey (See End of Online
IDEA
Evaluation Appendix B) semester Evaluation
Student Students
Every year
Program - summative student submit & Instructor
Portfolio showcase. (See Appendix C)
starting Fall
present
Showcase 2009
deliverables
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ASSESSMENT IMPLEMENTATION & ANALYSIS FOR PROGRAM IMPROVEMENT
General Implementation Strategy
Collection of course assignment and course evaluation data will begin Fall 2008. The first e-
Portfolio Showcase will occur Fall 2009. The e-Learning Program Manager is responsible for
collecting all data and synthesizing it to share with the department chair and faculty.
Method of Data Analysis and Formulation of Recommendations for Program
Improvement
The program faculty will meet at least once a year (beginning Fall 2009) to review the data
collected using the assessment measures. This meeting should result in recommendations
for program changes that are designed to enhance performance relative to the program’s
outcomes. The results of the data collection, an interpretation of the results, and the
recommended programmatic changes will be forwarded to the Office of Academic Affairs (in
the required format) by June 15th each year. A plan for implementing the recommended
changes, including of advertising the changes to all the program’s stakeholders, will also be
completed.
The proposed programmatic changes may be any action or change in policy that the faculty
deems necessary to improve performance relative to program outcomes. Recommended
changes should also consider workload (faculty, staff, and students), budgetary, facilities, and
other relevant constraints. A few examples of changes made by programs at UAA include:
 changes in course content, scheduling, sequencing, prerequisites, delivery
methods, etc.
 changes in faculty/staff assignments
 changes in advising methods and requirements
 addition and/or replacement of equipment
 changes to facilities
Modification of the Assessment Plan
The faculty, after reviewing the collected data and the processes used to collect them, may
decide to alter the assessment plan. Changes may be made to any component of the plan,
including the outcomes, assessment measures, or any other aspect of the plan. The changes
will be approved by the faculty of the program. The modified assessment plan will be
forwarded to the dean/director’s office and the Office of Academic Affairs.
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APPENDIX A: COURSE ASSIGNMENTS
Measure Description
These measures evaluate summative knowledge and skills acquired through successful
completion of selected assignments in program courses as well as formative knowledge and
skills acquired throughout enrollment in the program. The following course assignments have
been selected.
Course Assignment
CIS A420 Learning module
EDAE A637 e-lesson, emerging technologies paper and
presentation
EDAE A638 Web design, presentation on learning theory
and video production
EDAE A640 e-Portfolio Showcase
Factors that affect the collected data
These assignments address multiple student outcomes. The grade collected for the
assignment may provide a breakdown of student performance on individual outcomes.
How to interpret the data
The assignment grades will be aggregated and will provide an indication of student progress
in achieving the overall program goal.
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APPENDIX B: IDEA COURSE EVALUATION
Measure Description
The new IDEA course evaluation system allows instructors to add items to the student
survey form, which can be used to obtain feedback on specific student outcomes.
Course instructors will add items to the IDEA student survey form that are related to the
student outcomes for this graduate certificate program. Examples:
This course provided me with skills for EDAE A637, EDAE A638
facilitating learning with technology.
This course helped me learn how to critically EDAE A637, EDAE A638
evaluate instructional technologies.
This course gave me an opportunity to apply CIS A420, EDAE A637, EDAE A638, EDAE
adult learning theories to instructional design A640
and development.
I feel more confident in my ability to design EDAE A637, EDAE A638, EDAE A640
and develop virtual learning objects and
cognitive tools as a result of taking this
course.
I was able to design and develop an online EDAE A637, EDAE 638, EDAE A640
learning experience as a result of taking this
course.
As a result of taking this course, I feel more CIS A420, EDAE A637, EDAE A638, EDAE
confident in my ability to effectively use A640
emerging educational technologies.
Factors that affect the collected data
The response rate on course evaluations can be low, which can impact the validity of the
results.
How to interpret the data
The data will be aggregated and reviewed to ensure that the program outcomes are
achieved.
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APPENDIX C: STUDENT PORTFOLIO SHOWCASE
Measure Description
This measure evaluates summative knowledge and skills acquired throughout participation in
the program. The final project is presented via a student showcase.
Factors that affect the collected data
We do not anticipate any difficulties collecting data using this measure because of our
extensive experience with similar measures. The Student Showcase will be available
electronically as students will share in their wealth of experience. When individuals know that
there is a community viewing their work, the collective effectiveness and quality is increased
(Bernstein, 2001, p. 229).
How to interpret the data
The data will be triangulated. There is more than one data source for assessment of student
outcomes. Blind peer reviews as well as faculty assessments will provide reliability.
Scoring Rubric
A rubric will be used to provide qualitative and quantitative assessment of the students’
showcase presentation. This is the first draft of the rubric. The rating scale will be further
refined in terms of numerical rating and description of scores. Students will receive peer
reviews (formative feedback) as well as instructor review of the student e-portfolio
(summative feedback).
e-Portfolio Showcase Scoring Rubric
Candidate:
Outcomes 1 2 3 QUAL. Feedback
Facilitate learning with
1 technology.
Critically evaluate instructional
2 technologies
Apply adult learning theories to
3 instructional design and
development.
Design and develop digital
4 learning objects and cognitive
tools.
Design and develop an online
5 learning module.
Effectively use emerging
6 educational technologies
Rating
1 = Adequate
2 = Good
3 = Superior
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REFERENCES
Allen, E. I., & Seaman, J. (2005, 2006). Growing by degrees. Online education in the United
States. Alfred Sloan Foundation. Retrieved September 1, 2007 from http://www.sloan-
c.org/publications/survey/index.asp
Bernstein, D. (2001). Representing the intellectual work in teaching through peer-reviewed
course portfolios. In S. Davis and W. Buskit (Eds.), The Teaching of Psychology:
Essays in Honor of Wilbert J. McKeachie and Charles L. Brewer. N.J.: Erlbaum.
Godwin-Jones, R. (2004). Emerging technologies: Learning objects: Scorn or SCORM?
Language Learning and Technology, 8(2), 7-12.
Huffaker, D. (2003). Reconnecting the classroom: E-learning pedagogy in US public high
schools. Australian Journal of Educational Technology 2003, 19(3), 356-370.
Retrieved September 1, 2007 from http://www.ascilite.org.au/ajet/ajet19/huffaker.html
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher,
29(7), 4-14.
Wang, Q. (2006). Quality assurance--Best practices for assessing online programs.
International Journal of E-Learning, 5(2), 265-274.
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